Teaching Evaluations at TTU Using the IDEA Instrument

Are Student Evaluations of Teaching Valid? Yes, but realize - Student evaluations can be influenced by communication skills and teaching style Students do not evaluate the accuracy of information presented TTU

Teaching Evaluation Policy at TTU TENURE-TRACK, full-time temporary, and part-time faculty, as well as teaching assistants with grading responsibility for courses, will have all their courses evaluated every semester (summer courses excluded). The results of these evaluations will be reviewed by the chairperson and dean or director in connection with personnel actions.   TENURED FACULTY must submit at least two IDEA evaluations a year (one from an introductory course and one from an upper-division course, when possible) to their dept. chairperson or director. Faculty who teach fewer than four courses per year need submit only one evaluation. Faculty may choose which one(s) to submit and may submit more than minimum requirement.) Tenured faculty seeking promotion must evaluate all classes for at least one semester each year for each of the previous four years or from initial appointment, whichever is the shorter period. TTU

Key Features of IDEA System Instructor selects teaching goals Controls for extraneous variables (e.g., motivation and class size) National database for comparisons Adaptable to web-based instruction TTU

Students rate their progress in each course compared to other courses on goals such as Gaining Factual Knowledge Learning to apply course material to solve problems Acquiring skills in working with others as a team Learning to analyze and critically evaluate ideas Developing creative capacities TTU

Effective Use of IDEA Depends on Selecting the appropriate form Selecting appropriate course goals Interpreting the results correctly TTU

Choosing the Long or Short Form   TTU

Long Versus Short Form Long Short 18 core questions 29 additional methods/diagnostic questions 10 additional questions possible Space for student comments 18 core questions 10 additional questions possible Space for student comments TTU

Differences in controlled variables Long form Class size Desire to take course regardless of who taught it Student effort not attributable to instructor Course difficulty not attributable to Instructor Short form Class size Desire to take course regardless of who taught it Student effort not attributable to instructor Calculus versus Hist English Writing versus Sociology TTU

Selecting Objectives on the Faculty Information Form TTU

When to mark an objective as important or essential You may also want to review the IDEA Center Advice on selecting objectives. http://www.theideacenter.org/category/helpful-resources/support-student-ratings-instruction/faculty-information-form TTU

Interpreting IDEA Results Overall Progress on Relevant Objectives most important Use Adjusted score since this score compensates for class size and student motivation Score (national mean = 50) represents student's perceptions of progress on the weighted average of objectives that the instructor has identified as essential and important It is the single best measure of teaching effectiveness.  Keep in Mind: Not appropriate to use these scores to make fine discriminations Most useful for identifying the extremes in teaching effectiveness Best to look at averages or trends in evaluation performance across classes and across time TTU

Report Form TTU

Relationship Between Progress on Relevant Objectives and Excellence of Teacher When student feel like they are making progress, they rate the instructor as excellent more frequently TTU

Report Form TTU

Improving Teaching and Learning Diagnostic (Long) Form TTU

Suggestions to Help Improve Teaching Evaluations Select appropriate goals for the course. Is this a significant part of the course? Do I do something specific to help the students accomplish this objective? Does the student’s progress on this objective affect his or her grade? Clearly explain goals at the beginning of course and frequently remind students of those goals. Include goals on syllabus. Map goals to activities or assignments that relate to progress. Monitor student’s progress on those goals and provide alternative opportunities for improvement on the goals. Don’t have evaluations completed immediately after giving a test. Use active learning techniques. Engagement promotes learning. TTU

Thank You Dr. Theresa Ennis University Assessment Director tennis@tntech.edu 372-6124; Office DBRY 326 Amy McCoy Administrative Support Specialist 3 abmccoy@tntech.edu 372-6146; Office DRBY 326 TTU